Current Digital Media Challenges for Education (2020)

University of Applied Sciences and Arts Hannover Current Digital Media Challenges for Education (2020) Prof. Dr.-Ing. M. Steinberg
Prof. Dr.-Ing. Monika Steinberg
Current Digital Media Challenges for Education
– High-Quality Content, Continuity, Focus and
Aware Interaction for Learners –
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2University of Applied Sciences and Arts Hannover Current Digital Media Challenges for Education (2020) Prof. Dr.-Ing. M. Steinberg
Outline
• Introduction: overall goal “what for?”
• motivate to self-directed learning beyond study courses.
• Four missions to meet challenges of Digital Media in
education:
1. high-quality content (contentual, functional, visual)
2. continuity (in learning, design, access)
3. focused “tidy” content (reduction of information overload)
4. aware “well-dosed“ interaction (meaningful interactivity).
• Conclusion and Outlook

Introduction: self-directed learning beyond courses
• Self-directed Learning
• beyond study courses, online/offline, towards life-long learning
• self management, focus and motivation needed.
• Information overload
• dealing with complexity and focus
• self control and Digital Wellbeing needed.
• Motivation to learn
• how to trigger intrinsic motivation and attention?
• how to handle low attention spans and distraction?
• Since Covid-19 more important than ever.

Mission 1:
high-quality content

High-quality Content: Content is King
1 Substance and purpose
• contentwise significance „senseful content“ , added value, relevance
2 Technology and functionality
• reliability, standardization, usefulness, findability, compatibility, …
• „24/7“, „Mobile User First“, „anytime, anyplace“, „Learning on Demand“
3 Design and interactivity
• visually sophisticated user-centric design
- User Experience Design (UXD) considering “before, during and after”
• mediality and interactivity:
- increased value through multimedia
- Meaningful interaction.

Mission 1 in practice:
high-quality content

Example 1: Interactive video about search engine
functionality
• Professional movie production enriched with H5P interaction
(published on YouTube and in WordPress)
Developed by Gerrit Wucherpfennig and students in the QpLuS IM project.
For the interactive video please visit https://q-plus-im.wp.hs-hannover.de/einblick-in-die-suchmaschinen-welt-aus-duplo-steinen/

Example 2: tutorials and articles
• ???
Developed by students in coding, multimedia development and content management courses.
For the web version please visit https://weblab.zwoeinsnull.de

Example 3: interactive animations and storytelling
Developed by students in coding and bachelor courses while learning HTML5, JavaScript, CSS.
For the interactive versions please visit https://weblab.zwoeinsnull.de/infoinmotion2019/

Example mix of platforms and tools
h5p.org
moodle.org obsproject.com
wordpress.org
mahara.org
adobe.com
figma.com
youtube.com
opencast.org

Mission 2:
continuity

Continuity: in learning, access and design
Continuous learning paths, goals and experiences
• integration of study, work and leisure time
• no login barriers or unintentional media breaks
• picking up learners where they are
“social media”, “mobile first”, “knowledge snacks”,
“mini lectures”.
Content openness
• starting “small” towards Open Educational Resources
(OER), Open Access, Creative Commons.

Continuity: in learning, access and design
Continuous Design
• no knowledge silos or login walls where not
neccessary (anymore)
• learning resources free to (re)use, embed, share
ePortfolios for students
• scientific and non-scientific, personalized, adaptive,
flexible
• more visibility for student results, exploration and
continuous learning paths.

The Big O: How to become opener?
• Protected learning environment next to public
representation for learning design and iteration processes
• personalized multi-stage development of learning content
up to publication
• first private, then access-protected, then public
• staging necessary in practice to meet high demands of
modern digital media
• publish only when quality is right
• always several iterations necessary (compare UX
process).

continuity

Example 1: open tools, standards and technologies
• Using freely available standards,
(almost open source) tools and platforms:
• e.g. HTML5, JavaScript, Python
• AcademicCloud, WordPress, OpenCast, H5P,
Moodle, GitHub, Codepen.io, …
• Starting small with e.g. CreativeCommons in own
research work and lectures.

Example 2: WebLab - from shelf to web
Web-Engineering-Labor
• continuous since 2016
• in study program
Information Management
• bundling, encouraging and
further development of
student results
• from and in courses, internships and theses
• on web development and (media) computer science.

Example 3: stage model for publishing of learning
resources
• Multi stage model for publishing process of learning
resources:
• like in Content Management Systems “draft – review –
publish workflow”
• iterative quality enhancement “at your own pace”
• Moodle as intern protected environment for lecturers
• only if content good enough, publish outside of Moodle
(e.g. YouTube)
• evaluation, test "live" and continuously with students.
• Existing “open” platforms for external publishing:
• OER communities and platforms, YouTube, WordPress, …

Example 3: stage model TestWebLab - WebLab
TestWebLab – WebLab: staging model successfully used in student projects as two independent
WordPress installations. For web version please visit https://testweblab.wp.hs-hannover.de

Mission 3:
Focus and Reduction

Source:Statista,https://www.statista.com/chart/17518/internet-use-one-minute/,2019
Media and information overflow

Tool and platform overflow
Production of Learning Content Video Conference
LMS and Messaging Collaboration

Reduction, Complexity and Digital Wellbeing
• Complexity as an ambivalent construct
“the right amount of information in the right place at the
right time (in the right representation).”
• leveled, user centered, context sensitive construct
• production of focused and reduced digital learning
resources.
Start low level, end up self-directed and complex.

Focus and Reduction

Example 1: Media didactic concept – tools and
platforms
• Reduction and focus on a clear selection
of tools and platforms
• meaningful "interlocking“
• different depth of
information
• different learning
targets.

• A media didactic concept for opportunities and risks of:
• information handling in digital (social) media
• creation of innovative learning settings
• (contentual) focus and (formal) reduction as a basis
• enriching/engaging interactivity
• with digital wellbeing in mind
• e.g. basic functions and mechanisms of search engines
via interactive video (compare slide 7)
• prototype for new media didactic possibilities.
Example 1: Media didactic concept – complexity level
model

Example 1: complexity level model

Mission 4:
Aware Interaction

Aware Interaction: user == learner
• Aiming at senseful interaction
• with learning purpose and knowledge transfer
• reducing distracting “senseless” interactions
• beneficial to personal development and wellbeing
• User Experience Design (UXD), Instructional Design (ID) and Learning
Design
• e.g. constructive alignment and self-directed learning
• what is the learners goal and how can it be achieved best?
• not only the learning process itself, but also the before and after
must be taken into account in conception and development of
learning content
• interactivity “enriching and engaging”
“why this kind of interaction?” “well-dosed”, “meaningful” “reduced”.

Aware Interaction: Learner Experience Design (LXD)
• Digital Learning and UX: a perfect match?
• Creating learning paths or experiences
• enabling exploration of learning content with instructions
when needed (on demand)
• e.g. micro interactions for better user feedback in
interface design or functional animation with a purpose
“not only for the look”
• interaction classification for better user overview
“good” and “bad” interactions (context/user specific) (work
in progress)
• adapting current concepts and tools in UX e.g. onboarding,
personas, emotional design/motivational design.

Aware Interaction and Digital Wellbeing
"Digital Detox", "Nomophobia (No-Mobile-Phone-Phobia)",
"Fear Of Missing Out (FOMO)" or "Cyberbulling-/mobbing“
• increasingly relevant in media thus in society and education
• currently determined by big technology companies Google,
Facebook and Apple
• limitation of screen or smartphone usage time to prevent
smartphone addiction or "digital distraction"
(Welledits, Schmidkonz & Kraft 2020)
• analysis of human interactions and wellbeing very promising
(Hall & Merolla, 2020)
• to make structured statements about positive and negative
consequences of the use of digital technologies in the future.

Aware Interaction

Example 1: UX tools for learning design
(Dhaif, 2020)

Example 2: functional animation
Students results in the course “Development of Multimedia Systems” 2017
For the interactive web version please visit https://weblab.zwoeinsnull.de/mm-sys-2-best-of-sose-17/

Example 3: IM glossary at Instagram
Glossary of information management terms at Instagram as a low-threshold introduction
to specialized topics (work in progress).

Example 4: refining social interaction taxonomy
(Steinberg et al., 2011)

Conclusion
and Outlook

Conclusion: content and interactivity with a purpose
• Four missions to complete digital media challenges for
education now and in future:
• high-quality content, continuity, focus and aware
interaction
• starting low level, ending up self-directed and complex.
• From students for students: interactive content created by
students in exams twice good (WebLab):
• enhancing digital capability and self-directed learning
• target group specific best-practice content for following
students.

Conclusion: user as a learner
• UX as a tool box for learning design:
„understand, research, analyze, design, launch, analyze again“
• dynamic instead of static content
• meaningful instead of trivial content and interaction
• approaches from UX like Emotional Design/Motivational Design
necessary for contemporary and sustainable learning design.
• Analysis in detail and classification of human interaction and
wellbeing important
• towards long-term valid statements about positive and negative
consequences of digital technology.

„Information is only useful
when it can be understood.“
Muriel Cooper
https://www.media.mit.edu/posts/muriel-cooper-lasting-imprint/

References
Batterbee, I. (2020, März 11). 5 predicted UX trends for 2020. Medium. https://uxdesign.cc/5-predicted-ux-trends-for-2020-51e3c4e3ca12.
Dhaif, A. (2020, Januar 15). What it’s like to be a learner experience designer (aka, a LX designer). Medium. https://medium.com/@asy.d/what-its-like-to-be-a-
learner-experience-designer-aka-a-lx-designer-5052117f675d.
Ehlers, U.-D. (2020). Future Skills – Future Learning and Future Higher Education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-29297-3_1.
European Commission. (2020). Resetting education and training for the digital age: Digital Education Action Plan 2021-2027—Communication From The
Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions. https://eur-
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Schmidt, M., Tawfik, A. A., Jahnke, I., & Earnshaw, Y. (2020). Learner and User Experience Research. EdTech Books. https://edtechbooks.org/ux.
Shah, A. (2019). Defining digital wellbeing. Jisc Building Digital Capability Blog. https://digitalcapability.jiscinvolve.org/wp/2019/09/03/defining-digital-wellbeing/.
Steinberg, M., Ullmann, N., & Brehm, J. (2011). A Social Interaction Taxonomy: Classifying user interaction tasks in Web applications. The Third International
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Themelis, C. & Sime, J.-A. (2019). Mapping the Field of Digital Wellbeing Education: A Compendium of Innovatie Practices and Open Educational Resources
[Compendium of Best-Practice]. Lancaster University, UK. http://www.digital-wellbeing.eu/learning-portal/compendium-of-best-practice/.
Welledits, V., Schmidkonz, C. & Kraft, P. (2020): Digital Detox im Arbeitsleben. Methoden und Empfehlungen für einen gesunden Einsatz von Technologien.
Springer Fachmedien. Wiesbaden.
Wucherpfennig, G., Steinberg, M., & Wittich, A. (2020). Rethinking Self-directed Learning for Information Managers—A process model for self-learning materials
regarding the degree of complexity -. DigitalWorld 2020, The Twelfth International Conference on Mobile, Hybrid, and On-line Learning (eLmL), Valencia.
Wucherpfennig, G., Steinberg, M., & Wittich, A. (2020). Mediendidaktisches Konzept für den Studiengang Informationsmanagement an der Hochschule Hannover
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Creative Commons Attribution 4.0 International License.

Current Digital Media Challenges for Education (2020)

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